The impact of collaborative writing on the organization of university texts; [L’impact de l’écriture collaborative sur l’organisation de textes universitaires]

Córdova Gastiaburú P.; Betancourt Chilcón A.; Hernández Patrón Ú. · Boletin de la Academia Peruana de la Lengua (2022) · DOI: 10.46744/bapl.202202.009

Resumen

This paper introduces a study carried out in the context of acquisition of academic discursive genres by a group of 30 students of science majors in their first year of university. It is based on the theoretical and methodological approach of collaborative writing (CW), which promotes situated learning of academic discursive practices. The purpose of the study is to evaluate the impact of the collaborative writing methodology on the development of the skills of hierarchization and cohesion of ideas. We worked with a group of students with follow-up and another without follow-up to compare and analyze their written products. Unlike the group without follow-up, it was observed that, in the case of the group with follow-up, the students achieved a functional management of textual linkers and an adequate hierarchization of ideas, required in academic discursive genres. Therefore, it is preliminarily concluded that CW does contribute to the elaboration of academic texts, since the results reveal that there was an improvement in textual organization in the process of learning academic literacy.

Instituciones: Pontificia Universidad Católica del Perú